Cooperating Teachers’ Role in Preparing Preservice Special Education Teachers

Roberts, Carly A.; Benedict, Amber; Thomas, Rachel A.

doi:10.1177/1053451213496162

Cited by 17 publications

(8 citation statements)

References 25 publications

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“…Several studies have supported the important role of the cooperating teachers in the formation of the pre-service teachers (Roberts et al, 2014;Izadinia, 2015Willegems et al, 2017;Matsko et al, 2018). Pre-service SETs need Cooperating Teachers (CTs) in their emotional development, those who can model and support them in the development of effective practices, and who promote the cognitive processes involved in instructional decision making.…”

Section: Who Is a Teacher?mentioning

confidence: 99%

Challenges and Preparedness of Pre-Service Teachers in a Globally Competitive Work Force

Batugal

2019

WJER

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<p><em>This study explored on the pre-service teaching performance of the students of St. Paul University Philippines. To achieve this purpose data were obtained using a tool in evaluating classroom instruction among student-teachers. Data were analyzed using weighted mean and T-test for independent samples. The pre-service teachers’ performance was categorized into three areas namely; as a teacher, handling students’ class participation and other observations related to teaching. Results revealed that the performance of the pre-service teachers was generally Very Good. However, their choice and expression of words, ability to answer questions, ability to connect material to the broader aspect of the subject and their technique in asking questions were rated as Good. T-test results reveal that there is no significant difference in the teaching performance of the pre-service teachers when grouped according to gender and program of study. The research was also guided by an open-ended question to identify the weaknesses of the pre-service teachers. The weaknesses were identified such as: art of questioning, use of creative slide presentations, introducing reinforcement activities and handling students’ misbehavior. The result of this study will be a basis for introducing initiatives to improve the Teacher Education Program to lead pre-service teachers to become globally competent. </em></p>

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Section: Who Is a Teacher?mentioning

confidence: 99%

Challenges and Preparedness of Pre-Service Teachers in a Globally Competitive Work Force

Batugal

2019

WJER

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“…Preservice teachers are also encouraged to engage in frequent communication with their CT regarding the experience and associated field-based activities. This ongoing communication helps facilitate effective collaboration between the preservice teachers, the teacher educator, and the cooperating teachers at the field placements (Roberts, Benedict, & Thomas, 2014).…”

Section: Embedding Lesson Studymentioning

confidence: 99%

Using Lesson Study to Prepare Preservice Special Educators

Roberts

Benedict

Kim

et al. 2017

Intervention in School and Clinic

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Learning to teach students with disabilities is challenging. Preservice special educators must develop critical knowledge of content as well as skill for enacting evidence-based practices effectively. Preservice special educators need increased opportunities to learn core knowledge coupled with a mechanism to support them in situating their newly acquired knowledge and skills in classroom practice. This column describes lesson study (LS), a practice-based approach that can be integrated within a teacher preparation program preparing preservice special educators to teach students with high-incidence disabilities. The column includes (a) a description of steps that teacher educators can take to integrate the LS process into their teacher preparation program, (b) reproducible items needed to facilitate LS, and (c) recommendations for evaluating the effect of LS on preservice special educators’ knowledge and skills.

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“…For preservice teachers, social persuasions might be exemplified by the support and validation from mentors in the program, their cooperating teacher, or from students with whom they are working. Research reveals that the role of the cooperating teacher in clinical field placements is critical to the development of preservice teachers in how they develop their skills for feeling, thinking, and acting like a teacher (Bacharach, Heck, & Dahlberg, ; Graham, ; Roberts, Benedict, & Thomas, ; Sims & Walsh, ). Besides modeling best practices, the verbal and nonverbal messages that cooperating teachers communicate can influence their preservice teachers' self‐efficacy.…”

Section: Introductionmentioning

confidence: 99%

Kindling the fire: Fueling preservice science teachers' interest to teach in high‐needs schools

Kier

Chen

2019

Science Education

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This study applies psychological models of interest and motivation (i.e., a model of interest-development and selfdetermination theory) to the experiences of six preservice science Noyce scholars who participated in a teacher preparation program. The National Science Foundation's Noyce grant aims to incentivize mathematics and science majors to teach in high-needs school districts. Through this interview study, we sought to understand how Noyce scholars' pre-existing interests and their experiences in the Noyce program interact to develop individual commitments to teach in high-needs school settings. Case studies reveal that scholars had no prior experiences in high-needs schools, abstract ideas about teachers, students, and resources in these contexts, and varying degrees of initial connectedness to teaching in high-needs school settings. Scholars found that site visits to diverse high-needs schools (i.e., rural and urban) triggered their interest to teach in similar contexts.Preservice science teachers' emerging interest and level of commitment to teaching in high-needs schools following the teacher preparation program was dependent upon contextspecific mastery experiences and autonomy within their long-term clinical field experience. This study offers implications for teacher educators who are recruiting and preparing students to teach in high-needs school contexts.high-need schools, interest development, motivation, teacher preparation, teacher recruitment Science Education. 2019;103:875-899. wileyonlinelibrary.com/journal/sce © 2019 Wiley Periodicals, Inc. | 875 1.1 | Four-phase model of interest development Hidi and Renninger's (2006) four-phase model of interest development provides a theoretical foundation for understanding how teacher educators might spark preservice teachers' interests to teach in high-needs schools,and then proceed to fan the flames of that spark to develop those interests into a firmer commitment. Hidi and Renninger argued that "interest is the outcome of an interaction between a person and a particular content…. This means that interest is always content specific and not a predisposition that applies across all activities" (p. 112).Thus, in relationship to developing interest to teach science in high-needs schools, preservice science teachers must be provided with situational experiences of learning about and teaching science in high-needs schools. Interest, as it develops, passes through four phases. Interest development begins with a spark or triggered situational interest, which can be developed into a maintained situational interest if the appropriate fuel can be provided to sustain the initial spark and allow it to grow (Hidi & Renninger, 2006). Over time, maintained situational interest, with appropriate external supports, can become an emerging individual interest, which Hidi and Renninger described not only as a psychological state (the way that situational interest is conceptualized) but also as the "beginnings of a 876 | KIER AND CHEN | Competence beliefs (self-efficacy)Whe...

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Cooperating Teachers’ Role in Preparing Preservice Special Education Teachers

Cited by 17 publications

References 25 publications

Challenges and Preparedness of Pre-Service Teachers in a Globally Competitive Work Force

Challenges and Preparedness of Pre-Service Teachers in a Globally Competitive Work Force

Using Lesson Study to Prepare Preservice Special Educators

Kindling the fire: Fueling preservice science teachers' interest to teach in high‐needs schools

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